The Fluency to Comprehension Connection

1
The Fluency to Comprehension Connection Joseph
K. Torgesen Florida State University and the
Eastern Regional Reading First Technical
Assistance Center Reading First National
Conference, New Orleans, July, 2005
2
Examine the relationship between reading fluency
and reading comprehension by focusing on three
questions
1. How useful are measures of reading fluency in
identifying students who are at risk for
performing below grade level on measures of
reading comprehension?
2. What is the causal connection between reading
fluency and reading comprehension?
What evidence do we have that there is a causal
connection?
What mechanisms or skills mediate that connection?
3. What advice can we give to teachers about
effective ways to increase reading fluency so
that students scores on measures of reading
comprehension are likely to improve as a result?
3
Why is it important for us all to acquire more
knowledge and understanding about these
questions?
1. Measures off reading fluency are being used
in a very large number of states in Reading First
as one of the primary indicators of early reading
growth.
2. Reading Fluency has been identified as one of
the five major components of reading growth that
should be the focus of instruction and assessment
in grades K-3
3. Many programs are currently being promoted
and used for the specific purpose of increasing
reading fluencyand the goal of these programs is
not just to increase reading fluency, but also to
increase students ability to comprehend complex
text.
4
The most common way of assessing reading fluency
is to ask students to read a passage of grade
level text orally and count the number of words
the student reads correctly in a defined period
of time.
The time period for assessment is typically one
minute.
Provides a reliable assessment of fluency one
passage in low .90s three passages with
median mid to high .90s
Oral reading fluency shows steady growth as
children acquire reading skills during 1st
through 3rd grade
5
Correct Words per Minute on Grade Level Text
120
110
100
90
80
Correct Words per Minute
70
60
50
40
Good, Wallin, Simmons, Kameenui, Kaminski, 2002
30
20
W S F W S F W S

1st Grade 2nd Grade 3rd Grade
6
Correct Words per Minute on Grade Level Text
160
150
140
Correct Words per Minute
130
120
Tindal, Hasbrouck, Jones, 2005
110
100
F W S F W S F W S

6th Grade 7th Grade 8th Grade
7
The most common way of assessing reading fluency
is to ask students to read a passage of grade
level text orally and count the number of words
the student reads correctly in a defined period
of time.
The time period for assessment is typically one
minute.
Provides a reliable assessment of fluency one
passage in low .90s three passages with
median mid to high .90s
Oral reading fluency shows steady growth as
children acquire reading skills during 1st
through 3rd grade
Oral reading fluency measures are strongly
related to reading comprehension in grades 1,2, 3
8
Correlations range from about .50 to .90, with
most falling around .70.
The strength of the relationship depends upon
such things as
The measure of reading comprhension
9
N218 R.76
10
N218 R.56
11
Correlations range from about .50 to .90, with
most falling around .70.
The strength of the relationship depends upon
such things as
The measure of reading comprhension
Age/grade level of students r with SAT10
1st grade r .79 2nd grade r .70 3rd grade r
.69
12
These correlations indicate that performance on
brief measures of oral reading fluency is
strongly correlated with performance on measures
of reading comprehension.
However, they dont tell us directly how useful
the ORF measures actually are in identifying
students likely to struggle on comprehension
measures
It turns out that ORF measures have high
predictive utility for identifying students
likely to struggle on high stakes or formal
measures of reading comprehension
13
Hi risk
Approximately 30,000 RF students at each grade
level
Moderate Risk
Low Risk
90
80
70
60
Percent at or above 40th percentile on SAT10
50
40
30
20
10

1st Grade 2nd Grade 3rd Grade
14
Teaching Reading is Urgent
88 of students who met the end of first grade
ORF goal met or exceeded Oregons State Benchmark
Test. Similar correlations have been found for
CO, IA, FL, and PA.
Performance at the end of first grade strongly
predicts performance on third grade high stakes
test.
15
Some definitions of reading fluency
the ability to read connected text rapidly,
smoothly, effortlessly, and automatically with
little conscious attention to the mechanics of
reading, such as decoding (Meyer and Felton
(1999, p. 284).
16
Five common methods for identifying words in text
(Ehri, 1999)
1. By sounding out and blending graphemes into
phonemes to form recognizable words (decoding)
2. By pronouncing common spelling patters as
chunks (a more advanced form of decoding)
3. By retrieving words from memory. Such words
are referred to as sight words. Retrieval
happens quickly and effortlessly with practice
4. By analogizing to words already known by sight
5. By predicting words from context
17
Five common methods for identifying words in text
(Ehri, 1999)
1. By sounding out and blending graphemes into
phonemes to form recognizable words (decoding)
2. By pronouncing common spelling patters as
chunks (a more advanced form of decoding)
3. By retrieving words from memory. Such words
are referred to as sight words. Retrieval
happens quickly and effortlessly with practice
4. By analogizing to words already known by sight
5. By predicting words from context
Although all these methods for reading words
become more fluent with practice, fluency
increases most dramatically as more words become
identifiable by sight.
18
The Fluency Challenge..
One of the great mysteries to challenge
researchers is how people learn to read and
comprehend text rapidly and with ease. A large
part of the explanation lies in how they learn to
read individual words. Skilled readers are able
to look at thousands of words and immediately
recognize their meanings without any effort.
Ehri, L. C. (2002). Phases of acquisition in
learning to read words and implications for
teaching. In R. Stainthorp and P. Tomlinson
(Eds.) Learning and teaching reading. London
British Journal of Educational Psychology
Monograph Series II.
19
December, 3rd Grade Correct word/minute60 19th
percentile
Video
The Surprise Party My dad had his
fortieth birthday last month, so my mom planned a
big surprise party for him. She said I could
assist with the party but that I had to keep the
party a secret. She said I couldnt tell my dad
because that would spoil the surprise.
I helped mom organize the guest list and write
the invitations. I was responsible for making
sure everyone was included. I also addressed all
the envelopes and put stamps and return addresses
on them..
20
December, 3rd Grade Correct word/minute128 78th
percentile
Video
The Surprise Party My dad had his
fortieth birthday last month, so my mom planned a
big surprise party for him. She said I could
assist with the party but that I had to keep the
party a secret. She said I couldnt tell my dad
because that would spoil the surprise.
I helped mom organize the guest list and write
the invitations. I was responsible for making
sure everyone was included. I also addressed all
the envelopes and put stamps and return addresses
on them..
21
Some definitions of reading fluency
the ability to read connected text rapidly,
smoothly, effortlessly, and automatically with
little conscious attention to the mechanics of
reading, such as decoding (Meyer and Felton
(1999, p. 284).
freedom from word recognition problems that
might hinder comprehension (Literacy Dictionary,
Harris Hodges, 1995, p. 85).
Fluency is the ability to read text quickly,
accurately, and with proper expression National
Reading Panel, 2000
Fluency involves accurate reading at a minimal
rate with appropriate prosodic features
(expression) and deep understanding Hudson,
Mercer, and Lane (2000, p. 16).
22
If comprehension is included as part of the
definition of fluency, then questions about the
causal relationships between fluency and
comprehension disappear
However, when we assess ORF, we do not directly
assess comprehension, we assess rate of reading
The question we address here is whether there are
causal relationships between the processes that
contribute to individual differences in oral
reading rate and the processes that are required
for good performance on measures of reading
comprehension
23
What processes influence comprehension differences
What processes Influence rate differences?
24
Across the definitions of fluency, we can
identify two major ways that individual
differences in ORF (as it is commonly measured)
might be related causally to individual
differences in reading comprehension
Efficient, or automatic, identification of words
allows a focus on the meaning of the passage
Comprehension processes themselves may contribute
to individual differences in reading rate. These
comprehension processes are shared between
fluency and comprehension tasks.
25
The idea that automatic word recognition
processes make it possible to focus more
attentional resources on comprehension was
initially popularized by the work of LaBerge and
Samuals (1974)
They developed a model of reading with the
concept of automaticity as one of its central
features
1. A complex skill like reading requires the
rapid and efficient coordination of many processes
2. If enough processes are executed
automatically, then the attentional load remains
within tolerable limits.
3. Word identification processes are more likely
to become automatic than comprehension processes
26
In fact, the automaticity with which skillful
readers recognize words is the key to the whole
systemThe readers attention can be focused on
the meaning and message of a text only to the
extent that its free from fussing with the words
and letters. Marilyn Adams
27
Why is fluency important?

• Because it provides a bridge between word
  recognition and comprehension.

28
Fluency, it seems, serves as a bridge between
word recognition and comprehension. Because
fluent readers are able to identify words
accurately and automatically, they can focus most
of their attention on comprehension. They can
make connections among the ideas in the text and
between the text and their background knowledge.
In other words, fluent readers can recognize
words and comprehend at the same time. Less
fluent readers, however, must focus much of their
attention on word recognitionThe result is that
non-fluent readers have little attention to
devote to comprehension (Osborn, Lehr, and
Hiebert, 2003)
29
The Evidence
When reading rate is increased through the use of
repeated reading techniques, comprehension also
increases (16 studies-NRP report)
Effect size for fluency .44
Effect size for comprehension .35
Problem a variety of techniques were actually
mixed together in these findings
A more recent meta-analysis focusing only on
repeated reading studies reported these effect
sizes (THERRIEN, 2004)
Effect size for fluency .50
Effect size for comprehension .25
Problem processes other than word reading
efficiency might be enhanced by repeated reading
practice
30
The Evidence (cont.)
Can practice specifically targeted on word
reading efficiency improve fluency and
comprehension?
A study by Fleisher, Jenkins, and Pany (1979) is
sometimes cited as showing that direct practice
to increase efficiency of word identification
does not improve fluency or comprehension
However, Levy, Abello, and Lysnchuk(1997)
reported a carefully controlled study with 4th
grade poor readers in which context free practice
to increase speed of word identification did
positively affect both fluency and comprehension
Differences more intensive fluency practice
longer stories stories at appropriate level of
difficulty
31
To summarize
Increasing rate through repeated reading practice
also increases comprehension
There has been at least one demonstration that
increasing rate through isolated word practice
can increase reading comprehension
32
The Evidence
Comprehension is occurring for most students as
they read the words on ORF passages.
Although students remember more of the content
from ORF stories if prompted to remember, they do
remember a significant amount with only a cue to
do their best reading (OShea, Sindelar,
OShea, 1987)
There is experimental evidence to indicate that
comprehension processes (identifying anaphoric
referents, integrating propositions in text with
background knowledge, inferencing) can also
become automatized with reading practice.
(Perfetti, 1995)
This means they can occur without the specific
intention to comprehend.
33
The Evidence
How could automatically occurring comprehension
processes affect rate of reading on ORF tasks?
There is experimental evidence for fast acting,
automatic spreading of semantic activation thast
does not consume attention resourceswords are
primed for easier recognition (Posner Snyder,
1975).
34
The Evidence
Jenkins, et al., (2003) asked 113 4th grade
students with a broad range of reading ability to
perform three tasks
1. ORF following standard (best reading) cue.
2. ORF with words in passage arranged in random
order in a list
3. ITBS reading comprehension test
35
The Evidence
WPM Text 127 WPM List 83
Processes unique to reading meaningful text
supported more fluent reading of words
spreading activation based on comprehension
facilitates fluency is one possibility
Correlation with ITBS
Text .83
List .53
Test format that allowed comprehension processes
(presumably operating in both ORF and
comprehension test) to influence rate led to
higher correlation word reading that is
influenced by comprehension is more correlated
with comprehension than just word reading
efficiency alone
36
Conclusions
1. Both single word identification processes and
comprehension processes contribute to individual
differences in oral reading fluency for text
a. At the lower end of the ORF continuum, word
reading efficiency makes a stronger unique
contribution in explaining variance in fluency
b.At the higher end of the ORF continuum,
comprehension processes make a stronger unique
contribution to explaining variance in fluency.
37
Individual Differences in Oral Reading Fluency
are influenced by different factors, depending on
level of fluency
50th
16th
2nd
98th
84th
Standard Scores
38
Conclusions (cont.)
ORF is correlated with reading comprehension
because
1. Both ORF and reading comprehension depend to
some extent on efficiency of single word reading
processes
2. Both ORF speed and reading comprehension
scores are influenced to some extent by the
efficiency of comprehension processes that
facilitate performance on both tasks
39
Reading Processes measured by ORF facilitate
performance on tests of Reading Comprehension
Next question Are the two causal connections
the only reason that ORF is related to
performance on tests of reading comprehension?
A reminder about correlations
A can be correlated with B because
A causes B (good reading rate enables comp.)
B causes A (comp. enables good reading rate)
Both A and B are caused by C (comp. and rate are
both influenced by experience)
40
Fluency can be correlated with comprehension
because individual differences in both skills are
caused by differences in
Reading experience
Home environment and support
Motivation to succeed in school
Fluency
Reading Experience
Reading comprehension through vocabulary increases
Fluency
Motivation to succeed in school
Reading comprehension through development of
reading strategies
41
Total R2 71
N218 ORF R.76 Vocab R .69 NVR R .48 Mem R
.35
Common 43.5
ORF 18.9
Vocab 7.1
NVR 1.2
Mem .3
42
ORF Unique R .43
43
What is the practical meaning of these analyses
in terms of the potential impact of interventions
that increase just reading fluency
If we based our estimate of the impact of these
interventions on the raw correlation between ORF
and comprehension, we would expect
A 10 WPM gain on ORF would produce a 12.5 point
gain on the FCAT
If we controlled for the joint, and shared,
contribution of vocabulary, nonverbal reasoning,
and memory, we would expect
10 WPM gain on ORF would produce an 8.6 point
gain on the FCAT
44
Conclusions from analysis of causal relations
between ORF and reading comprehension
Interventions that focus directly on increasing
oral reading fluency are likely to have an impact
on performance on broad comprehension measures.
How ever, the maximum impact from improvement in
ORF will not be obtained unless work on ORF is
embedded within a complete program that also
stimulates and builds comprehension strategies,
vocabulary, and reasoning skills.
45
Recommendations for instruction to increase
reading fluency in a way that will have an impact
on reading comprehension
1. Incorporate repeated reading formats that
involve correction and feedback
Powerful practice to increase sight vocabulary
especially useful for struggling readers
May also provide opportunity for building
automaticity in comprehension processes
2. Careful use of targeted practice for
individual, frequently occurring words
particularly for young poor readers.
Might provide more efficient and less frustrating
practice for young struggling readers
46
Recommendations for instruction to increase
reading fluency in a way that will have an impact
on reading comprehension
3. Modeling and encouragement of prosodic reading
It might lead students to engage on line
comprehension processes and help them become more
automatic
Current evidence suggests that prosody is
important as an index of comprehension
Reading with prosody does not influence
comprehension
Reading with comprehension influences prosody
47
Recommendations for instruction to increase
reading fluency in a way that will have an impact
on reading comprehension
3. Modeling and encouragement of prosodic reading
It might lead students to engage on line
comprehension processes and help them become more
automatic
4. Wide independent reading to increase exposure
to broad range of words and experience with
multiple text structures should frequently have
some accountability attached in order to insure
that comprehension processes are actively
engaged.
Establishing reading habits, motivation and
enjoyment of reading, expansion of sight
vocabulary
48
Recommendations for instruction to increase
reading fluency in a way that will have an impact
on reading comprehension
5. Rich instruction in vocabulary and
comprehension strategies so that they grow at the
same rate as reading fluency.
Fluency uniquely accounts for only a relatively
small proportion of the total variance on
measures of reading comprehension.
49
A final thoughtother reasons for wanting
students to be fluent readers
1. Reading is more enjoyable, less effortful,
when words are identified automatically, with
little effort
2. Assignments take less time, completing
homework is easier when reading is fluent
3. Adults may be more likely to read to children
when their own reading is fluent and accurate.
Questions/Discussion?
50
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